On completion of the course, the student should be able to:

- describe different perspectives and traditions within the philosophy of science
- explain the applicability of qualitative and quantitative methods for learning, digitalization and sustainability

- analyse the relation between theory and methods in current research about learning, digitalization, and sustainability
- discuss appropriate research methods that can be applied in a master thesis
- design and write a method plan for a master’s thesis

- critically reflect on the relationship between specific perspectives and traditions within the philosophy of science and specific methods used in research on learning, digitalization, and sustainability
- critically reflect on and discuss the strengths and limitations of specific methods for problems related to research in learning, digitalization, and sustainability
- critically assess ethical considerations and implications in research in learning, digitalization, and sustainability with a focus on the chosen field of research in the master’s thesis

• Philosophy of science
• Quantitative research methodology
• Qualitative research methodology
• Relationship between theory and method
• Research plan
• Research ethics

The teaching consists of lectures, seminars and exercises performed individually and in groups.

A learning management system is used.

Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course instance to which they were accepted. After that, the right to receive instruction/supervision expires.

Undervisningen bedrivs på engelska.

At least 10 credits from the master’s program LeaDS: Learning, Digitalization, and Sustainability, or equivalent. English proficiency is required.

Kursen bedöms med betygen A, B, C, D, E, FX eller F.

The grades A, B, C, D and E are all passing grades. For courses with more than one element of examination, students are given a final grade based on an overall assessment of all the elements included in the course.

The examination is based on the intended learning outcomes.

The course is examined through a seminar and an individual written assignment. For the seminar only the grades of U/G (Fail/Pass) are given. The individual written assignment is graded with A/B/C/D/E/FX or F.

The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided at the beginning of the course.

To receive the final grade of the course, the seminar and the individual written assignment must have been passed. The final grade of the course is determined by the grade given to the individual written assignment.

Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.

If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the associate dean of education. A student may not make a second attempt at any examination already passed in order to receive a higher grade.

In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.

The examiner has the right to give an adapted examination or let the student carry out the examination in an alternative way provided that the intended learning outcomes can be secured and that there are exceptional reasons for this, including the student's right to targeted study support.

Examinationsmoment	Omfattning	Betyg
Seminarium1	3 hp	U/G
Individuell skriftlig inlämningsuppgift	4,5 hp	A/B/C/D/E/FX/F

¹ The seminar is graded U (Fail) or G (Pass).

The instruction is followed up throughout the course. A course evaluation is conducted at the end of the course. A summary and comments are published in the learning management system. The evaluation constitutes a basis for future improvements to the course.

Bryman, Alan et al. (2021). Bryman's social research methods. (Sixth edition). Oxford University Press. Appr. 670 pages.

Fujii, Lee Ann. 2012. “Research Ethics 101: Dilemmas and Responsibilities.” PS, Political Science & Politics 45 (4):717-23. https:doi.org/10.1017/S1049096512000819. 5 pages.

Kozinets, Robert et al. (2014). Netnographic analysis: understanding culture through social media data. The Sage Handbook of Qualitative Data Analysis (pp. 262-276). SAGE Publications. Available online: https:primo.library.ju.se/permalink/46JUL_INST/4sim71/cdi_sage_books_10_4135_9781446282243_n18. 14 pages.

Oreskes. (2019). Why trust science? Princeton University Press. Available online at: https:primo.library.ju.se/permalink/46JUL_INST/1kh77vo/alma998107310603831. 92 pages.

Tawat, Mahama (2021). Fake News and COVID-19 Vaccine Hesitancy: A Study of Practices and Sociopolitical Implications in Cameroon, SSRN. Available at https:europepmc.org/article/ppr/ppr351682

Articles and extracts: appr. 200 pages.

Please note that changes may be made to the reading list up until eight weeks before the start of the course.

Citing Sources – How to Create Literature References
http://ju.se/library/search--write/citing-sources---how-to-create-literature-references.html

The Interactive Anti-Plagiarism Guide – Jönköping University
Information about plagiarism at higher education institutions
Available in the learning management system